Education for Sustainable Development

breeding for sustainable DevelopmentA sustainable society is one that is far-seeing enough, ductile enough, and wise enough non to undermine either its physical or its social sy free radicals of support. (Donella Meadows)What should raft learn? And how could they be taught?thither is no authorized shortage of class materials, lesson designings, and class room activities for teachers wishing to educate for sustainable emergence. This segmentation makes reference to a sample of the options on the internet that embody its recommendations. It aims to snuff it behind some anchor points that should enable teachers to evaluate such(prenominal)(prenominal) material, use it much than constructively, and increasingly plan and produce their receive materials based on the inescapably of their pupils and community.Overcoming record and society dualism (science and ICT)Modern societies a deceitfulnessnated people from the rest of personality as industrialization and urbanizatio n steald them from the down. One cause of this h every(prenominal)ucination is the di visual sense of academic knowledge (and trail subjects) into those c formerlyrned with the ingrained universe of discourse (the natural sciences) and those concerned with the social world (the social sciences). Such dualism encourages the picture that the bio-physical world of ecologic semblances is separate from society and social relations. Our own bodies and everything that surrounds them (the environment) is the product of both ecological and social relations and processes. Indeed everything quite a little be regarded as natural or nature in that thither is nothing un-natural rough people.Such a philosophical diversion is applicable because primary schools shake up long celebrated a nature separate from society. The nature walk, the nature table, the science lesson, the assembly, too practically suggest that nature is something separate from society to be contacted, experienced, i nvestigated and manipulated, or worshipped. While mainstream primary genteelness has been guilty of such dualism it is in like manner a feature of progressivism. By suggesting children should be educated according to nature progressive educators idealized or romanticized a nature proscribedside society and similar ideas be current nowadays amongst those environmental educators who advocate ecological or earth commandment.The dispute of sustainability is to reconnect the evolution or evolution of the bio-physical and social worlds with inhibit technology governed by appropriate ethics, laws, institutions and ideas. This requires a primary curriculum that integrates knowledge and school subjects so that pupils rump study science and technology in a social context. radical ecology, ecological limits and ecological virile tonesChildrens aw atomic number 18ness of ecological limits is perhaps trump inseparable by practical experience of growing crops or talking to gardene rs and farmers. on that point is a limit to the sustenance, fiber or energy crops that mickle be grown on a fixed state of land and attempts to increase yields by removing limiting factors (as with artificial fertilizers) may know unintended consequences. likewise children be likely to under keep going limits on the use of renewable resources (e.g. over-fishing) with the use of simple simulation games or the analogy to savings in the bank. Living on interest is sustainable but living on capital is not.Modern keepstyles depend on fossil fuels and productive land and water without the world that produces the resources we consume and treats our waste. Our ecological footprint is the ara of land and water c either for for the sustainable production of exclusively the ecological resources and services that enable us to live in the flair we do with particular forms of technology and a particular standard of living. The ecological footprint of the fair(a) US citizen is ove r twelve times larger than that of the average Indian.Other lesson watering the plants by flooding and Injection method.4.2 directiona) Related disciplinary holistic (holistic Content)Holism (from Holos, a Greek backchat meaning all, whole, and inbuilt, total) is the idea that all the properties of a given system (physical, biological, chemical, social, sparing, mental, linguistic, etc.) squirtnot be placed or explained by its component parts alone. Instead, the system as a whole determines in an important way how the parts be squander.Holistic education is a philosophy of education based on the assumption (logic) that each person finds identity, meaning, and purpose in life through conjunctives to the community, to the natural world, and to humanitarian set such as compassion and peace. Holistic education aims to call forth from people an intrinsic reverence (honor or respect) for life and a passionate love of study.Robin Ann Martin (2003) describes this further by stat ing, At its intimately general level, what distinguishes holistic education from separate forms of education argon its goals, its attention to experiential acquirement, and the signifi rousece that it places on kindreds and primary human set within the breeding environment.The appoint pedagogical goal is to help school-age childs intellectually understand and solve occupations. Managing sustainable requires students to develop passion for sustainability. Passion for sustainability can be taught using a holistic didactics that integrates physical and stirred up or spiritual reading. A prototype course design on managing with passion for sustainability is suggested.b) Values drivenValues are also an constitutive(a) part of ESD. In other cultures, all the same, even if set are not taught overtly, they are dashled, explained, analyzed, or discussed i.e. flexibility. In both situations, brain values is an essential part of understanding your own worldview and other people s viewpoints.Understanding your own values, the values of the society you live in, and the values of others around the world is a central part of educating for a sustainable future. Two common techniques are utilizable to the values component of ESDValues clarificationvalues analysisIn ESD, values have different roles in the curriculum. In some ESD efforts, pupils travel along certain values as a direct result of schooling or modeling of accepted values. In other cultures, studying the relationship between society and the environment leads pupils to adopt values derived from their studies. Three types of values are very important and those areCuriosity values divided valuesContent valuesObjectives of values can be summarized asTo develop an understanding of values in education strategiesTo consider the relation between values and personal behavior affecting the achievement of sustainable futuresTo develop skills for using values clarification and values analysis in principleTo reflect on your futures awareness, commitment and carry outsc) Critical Thinking and business solvingEducation systems everywhere get out remove to include a focus on the causes, consequences and solutions to temper assortment, if the necessary reassigns in society are to be effected in time. Addressing the causes and the consequences of modality veer requires content and methodologies that leave behind build capacity in society forMitigation (relief)Adaptation (Variable ad besidesment)Transformability (Applied to function)to a greater extent over following points are notable, each(prenominal) levels and forms of existing educational and teaching and learning programmes need to be reviewed and re-oriented to address the causes and consequences of climate intensify. temper change requires educators to include new content into education, training and public awareness programmes.Creativity, problem solving and social transformation skills need to be developed.Positive, part icipatory action and solution-centered approaches to education and learning need to be developed.d) Multi-method (word art, drama, debate, life experiences. LINKING ENVIRONMENT AND teachingThe multi-method approach is necessary because we needTo link environment and training by exploring the global implications of weakening ecological websTo study the phenomenon of deforestation (as an example of non-systematic thinking) its causes and personal effectsTo consider the web of factors leading to activities which cause deforestationTo reflect on the different roles bespeakd in the making of decisions virtually activities with pregnant environmental impacts (such as logging, mining etc)Examples of Issues for Multi-method Deforestation, Green House Gases, Health, Recycling, Luxuries, Promoting simple life, Deforestation, Tissue paper, sewage water vegetation, Professional exposure to Pollution, Energy storage and sustainability (Mobile battery, UPS, Black welt etc) and health probl ems. Solar Cell sustainability etcSESSION 3 CLIMATE transplantAimsTo explore the science of climate changeTo increase participants knowledge and understanding of the commonly used terms and figures used in discussions just about climate changeTo highlight the study challenges involved in combating climate changeTo highlight climate change as a global rightness issueTo brainstorm convinced(p) responses to the challenges of climate change.Session Outline vitalizerPower peak presentationGroup discussionMind- represent drawingMaterials Needed Power Point presentation, Climate Change The Numbers Numbers from the presentation written on separate scraps of paper Flipchart paper Markers Blu-tac (pressure-sensitive adhesive, commonly used to adjoin papers to walls or other sur baptismal fonts) Post-it notes Laptop and info projector Broadband connection (for closing activity only) For Alternative arena Caf use you will need tables, chairs, papertablecloths, crayons, post-its, nipc hart paper, markers- and coffeeACTIVITIESSuggested Warm-Up exercise Outrageous Lies (non conventional lies)There is a lot of mis education about climate change in the media, sometimes even there are outrageous lies This exercise encourages participants to think creatively and will warm them up to contribute their guesses to the slide show. Divide the participants into smaller throngs of 4-5 happen them each an ordinary object such as a stick, a glass, a piece of chalk. Each person in the company must talk about the object for one full infinitesimal in the lead passing it to the following person. When this is finished, bring the whole host tush together. Have a selection of objects, including the ones used in the smaller groups. catch the participants to pick any one object and tell an outrageous lie about it. They may be slow to start but once they get going they will have fun linking their lies about the objects together. occur going until you feel the group has warmed u p.Activity 1 Climate Change the NumbersThe presentation is intended to make the science of climate change more accessible and understandable. It comprises a series of numbers that have a specific relevance to climate change. It begins with an image of a confused-looking George Bush, signifying the admiration that many of us feel when confronted with the jargon (meaningless talk or writing) and statistics of climate science. This confusion can lead to inaction so it is important to have a basic scientific understanding of climate change. Our learning should also be accompanied by a unfavorable appraisal (decision analysis) of the sources of information on the issues.1. Hand out the scraps of paper with the numbers written on them to participants. (Make 2 or 3 copies of each number if your group is larger.) Explain that the presentation will be based on all the numbers that the participants have. They could be measurements of time, of greenhouse gases, they could be dates or deadlin es. The purpose of this is to involve the participants in the presentation and to make the facts more memorable.2. choose them to think about the special number they have received. What might it signify? How might it be germane(predicate) to climate change?3. The slides move from historical reasons for climate change through to current challenges, carbon emission limits and deadlines. As you go through the slides ask for suggestions for what each number might be. (They will probably have no idea at basic but gain in confidence as the presentation proceeds.)4. The presentation finishes with a different US President- Barrack Obama and his positive yes we can mantra (spiritual transformation). This leads to the next activity.5. onward moving to the next activity finish the presentation by asking for feedback from participants. What facts did they know before? What was new? What was most surprising/ troubling/outraging?Activity 2 think in groupsIt is important not to feel overwhelm ed by the enormity of the challenge of climate change. ESD empowers learners to take action on issues they feel are important.1. Ask the group to form smaller groups of 3-4.2. Give each group a flipchart page, markers.3. Ask each group to create a mind-map the theme of Yes we can or positive responses to the challenge of climate change. Ask them to think about what changes they can make to their own lives to respond to the issues about which they have just learned.4. When they are finished ask each group to feedback to the whole group and post the mind-maps on the wall as a continual reminder.Mind-maps A diagram used to represent words, ideas, tasks, or other items linked to and coherent around a central key word or idea.Activity 2 Alternative ActivityMini World Caf conversation on adaptation for and mitigation against climate change. (This will take at least(prenominal) an hour and a half.)The aim of World Caf is to make the most of the bodied knowledge and ideas of the people i n the group. The group talks at their tables about the issue, responding to one or two good-thought-out questions.1. Form groups of four.2. Rearrange the tables in the room to create table clusters, as in a caf.3. Place a flipchart paper on each table along with some markers and crayons (stick of drear wax, charcoal, chalk, or other materials used for writing) and post-it notes.4. Briefly explain the World Caf concept.(Through both our research and the decade of practice that followed its emergence, we have lie with to view the World Caf as a conversational process based on a set of integrated design principles that reveal a deeper living intercommunicate pattern through which we co-evolve our collective future)5. Ask for one person in each group to volunteer to be a table host. A table host stays at their table and welcomes new people to it. The other members of the group are ambassadors and will move from table to table.6. Before starting clarifies the question with the group to make sure everyone understands it. Have a question prepared that is relevant to your group.E.g. How can we as M.A Education students in UE and affiliated Colleges Schools raise awareness among our peers of climate change? What are the prototypical steps we must take to make a change? How do we proceed from here?7. When everyone is clear about the question and the process, begin the first 20 proceedings of conversation. Give the group notice 5 minutes from the end of the first round. Give them 5 minutes break and hence start the second round.8. After every round the ambassadors are asked to leave their conversation and move to any other table to join in the discussion there or start a new discussion.9. All the time the ambassadors and/or table hosts must record the conversations on the flip chart paper. Key ideas or moments of inspiration can be captured on the post it notes and stuck on the wall for everyone to see.10. Do this 3 times if possible. In the 3rd round ask the gro ups, whatever back to the whole group.11. Give 15 minutes at the end for this feedback and discussion.12. If possible pick out points from the feedback that could become actions. Assign responsibility for those actions to group members. Table they are at, to summaries the discussion at that table into some key points. These will be post on the wall and fede) Participatory decision making round experts have argued that links between sustainable organic evolution and sex activity come to primarily in traditional contexts and at the local level, while major (global) environmental threats have little connection with gender relations and e flavor. However, this ground may partially stem from a lack of research and data on the links between gender equality and sustainable exploitation at the global level.For example, two of the main global environmental threats that face us today are the depletion of the ozone layer and climate change. Both of these threats stem largely from consumpt ion and production patterns related to industrialization and the dominant processes of economic globalization. Change requires reexamining the ship canal in which trade, industry, organic evolution and other economic policies are pursued.In this sense, global environmental threats are a question of macroeconomic policies and governance. Other Gender Briefs in this series have present that enhancing attention to gender equality will bring greater business and focus on social nicety. While more research is required to determine the precise nature of this link, it can be argued that greater gender equality in decision making positions and the adoption of social justice criteria for macroeconomic constitution will also fire attention to sustainable phylogenesis, including a sustainable global environment.The goal regarding sustainable environment and using indemnity is therefore*Closer investigation of the links between policy that emboldens sustainable environmental knowledg e and policy that promotes gender equality and using these links as the basis for promoting a more sustainable development agenda, in both human and environmental terms*Progress towards the to a higher place goals can also be aided by promoting equal enfolding of men and women in the highest environmental, macroeconomic and development policy-making positions.f) Locally relevant Global Issues, Languages and CultureThe Maldives is an archipelago of 1,200 islands of which 200 are inhabited. In the past, the Maldives had been exposed to conduct levels of natural contingencys and had an ad hoc emergency response system until the tsunami of 2004.The Indian ocean Tsunami of 26 December 2004, the worst natural disaster in the accounting of the Maldives, affected the entire country. All but nine islands were flooded and 13 islands were totally evacuated. The disaster claimed 82 lives, left 26 people abstracted and displaced over 15,000 people (about 5.5 per cent of the population).In line with the national disaster readiness policies, the Ministry of Education of Maldives aims to establish a disaster preparedness policy for island schools.Schools as Gateways for Education for Natural Disaster PreparednessThe Maldives has a puppylike population close to 45 per cent of the population is less than 18 years old with a great majority enrolled in schools. check to the 2005 official statistics, there were 102,073 students enrolled in 334 schools across the Maldives and 5,616 teachers teaching students in those schools. Thus, more than 40 per cent of the total population (270,101) is promptly engaged in the schools on any given school day.In addition, schools have a strong bond with the community through the progressive engagement of the Parent-Teacher Associations (PTAs) in school affairs.Moreover, with the very limited public infrastructure on the islands, schools are not only a place for the students they also serve as the islands multi-purpose convention cente rs where community activities, meetings and public events are held. recognizeing PrioritiesInitial consultative meetings were held with the officials of the Ministry of Education. It was inflexible that the first step towards disaster preparedness education through schools would be to formulate a disaster preparedness policy for schools.Lessons LearnedA low probability of hazard occurrence yet high pic due to the geographical, topographical and socio-economic factors of the islands exposes the Maldives to a moderate level of risk overall. Hence, it is critical that specific policies and measures are implemented to reduce the level of vulnerability in order to avoid a disproportionate scale of losses and damage.The most important lesson learned from the consultations and feedback for material development was that education for disaster preparedness is an endless process that requires a constant collaborative effort from all parties concerned. The project team had discussions with o fficials from the government sector, NGOs, islandchiefs, school administrators and teachers. Meetings at the islands were conducted in a relaxed environment at a time and a place satisfied to the respondents.Maldivian have strong religious faith. This may be the reason wherefore some respondents argued that a natural disaster is an act of God and however much we try, we cannot prepare for it. It was difficult to convince them that in preparing for disasters, people may be acting with the will of God kinda than against it. Others are salvage in denial of disasters and believe that a large-scale disaster such as the tsunami will not happen again. Thus, educational initiatives should address not only how people should prepare for natural disasters but also why they should be prepared for them.4.3 Schools and Learninga) Co-Learning Self Learning TogetherThe learning involves knowledge, skills, attitudes and habits of mind that make it possible to live with in nature.Develop a shar ed understating of sustainability and Education for Sustainability (EfS) with in institutional communityProvide a shared professional development experience to develop a shared vocabulary and understanding that can be used to create changeLead change in curriculum and instruction by ontogeny unitsProvide professional development as per indicatorsEncouragement and support to student -led initiatives preventWhat is EfS QuoteSocial Linksb) The Learning Classroom-Action StepsIn the learning classroom, curriculum and instructional methodologies produce authentic and engaged learning.Document and map the Operational curriculum for the whole school/districtDesign/ put down units using opinion toolsMap the vertical and lateral operating curriculum and assessments on a web based curriculum mapping or curriculum documentation toolContinuously read the feedback and improve practices extra timeFully integrate the EfS Standards and performance indicators in to the curriculum Scope and while i n the appropriate disciplines and grade levelsIntegrate the physical plant changes directly in to curricular innovationsCelebratec) Schools that Learn-Action StepsCollaboratively develop a strategical plan for EfS with goals, measurable indicators and timelinesAlign performance assessment and incentives with the strategic planDedicate and align time, resources, funding and deeper professional development (for example Content, Instruction, plan development and assessment) to the strategic planCommunicate the strategic plan to whole school community and set expectationsDevelop participatory and leadership visionSustain vertical and lateral curriculum integration along with nonionized learning assessmentReflective journalCelebrated) Communities that Learn-Action stepIdentify develop authentic learning opportunities for students in the community.Identify develop relationships with the key stakeholders as resources to the school/district.Identify community needs and develop the way a school can be an authentic resource to other schools to the community.Identify develop authentic ways for sustainabilityMonitor the successCelebratee) Physical Plant, Procurement andInvestments-Action StepsConduct a baseline assessment of building materials, maintenance products and how the school community travels to and from schools.Set goals to source topically or regionally, reclaimed or recycled sustainably harvested, non toxic materials.Set goals to increase the mode of sustainable mode of transportation.Track progress overtimeEnsure apply and recycling of materials as a fundamental function in school environmentConduct an energy audit and take steps to promote renewable resources of energyPromote institutional farming/relationship for food etc. avoid packagingCelebrate4.4 Whole School greet for ESD Action Learning in ESDA whole-school approach to ESD calls for sustainable development to be integrated throughout the formal sector curriculum in a holistic manner, rather than being taught on a stand alone basis.This philosophy supports the notion that ESD is education for sustainable development rather than education about sustainable development.In practice, this approach means that a school will incorporate teaching and learning for sustainable development not only through aspects of the curriculum, but also through sustainable school operations such as integrated governance, stakeholder and community involvement, long-run planning, and sustainability monitoring and evaluation.Whole-school approaches also advocate for active and participatory learning, a certification of ESD, and call for the entire school, including students, educators and administrators, to be actively engaged in on the job(p) towards a sustainable school with ESD fully integrated into the curriculum as the driving factor.Statements of Different Countries about Decade of ESDUNESCO ESD should be interdisciplinary, holistic and participatory, with learning for sustainable devel opment embedded in the whole curriculum, not as a separate subjectAustralia A cross-disciplinary studies and integration of sustainable development in key learning areas that provide opportunities for participation and actionFinland Sustainable development must be included in all subjects and that the entire operational culture of a school must support learning for sustainable developmentThe United Kingdom The integration of sustainable development throughout the curriculum and through the management and operations of school facilities, such as transport, food and buildingsThese approaches provide students, teachers, and other staff members with opportunities to be active participants in the learning process.The whole-school approach from navigate projects to systemic change An example of a successful pilot project is the Australian Sustainable Schools possible action (AuSSI), which is a partnership between the Australian Government, States and Territories that aims to support sch ools and their communities in go sustainable through a whole-system and whole-school approach to sustainability.AuSSI promotes the active engagement of stakeholders in programme development and management, including students, teachers, administrators, and communities.AuSSI started as a pilot initiative in 2001 and recently received government endorsement to go ballistic and consolidate beyond the pilot stage in several States and Territories.Over 2,000 schools now infix in the Initiative, providing a potential model for other jurisdictions on how to expand beyond the pilot stage. The International Eco-Schools Programme also takes a holistic, participatory approach to learning for sustainability.The aim of the Programme is to engage students through classroom study, school and community action to raise their awareness of sustainable development issues.Eco-Schools provide an integrated system for the environmental management of schools and involve all stakeholders in this process.A fter a period of participation, each school dynamic in the Programme is assessed successful schools are awarded a Green Flag, a recognized eco-label for environmental education and performance.Initially a European programme, Eco-Schools are now represented in almost all European concretion Member States, various countries in Central and Eastern Europe, and some pilot projects in Japan and other parts of the world.Key challenges and opportunitiesTime and resource constraints are identified by teachers and school administrators as common barriers to ESD implementation.leaders challenges from local government authorities and a consequent lack of institutional support for implementation of ESD in schools.Studies show gaps in appropriate pedagogy and curriculum development in teacher training, the absence of a positive vision, and a general lack of conviction that individual teacher efforts will really make a difference.A whole-school approach to ESD presents a significant opportunity f or the formal education sector.Not only can it enhance the environmental performance of schools as institutions, but it can raise the quality of education and build a more sustainable future by imparting the values and tools that todays children and youth will need to build and confirm more sustainable societies.Commitment to change is required from all stakeholders, from grassroots activists to educators to policymakers.Only by working together at all levels can we ensure that ESD moves beyond the realm of pilot projects and individual case studies to a more system-wide catalyst for change.4.6 Excursions, School trips and SWOT analysis for ESDIt can be used to gauge the degree of fit between the organizations strategies and its environment, and to suggest ways in which the organization can profit from strengths and opportunities and shield itself against weaknesses and threats (Adams, 2005). However, SWOT has come under criticism recently. Because it is so simple, both students an d managers have a inclination to use it without a great deal of thought, so that the results are often useless. Another problem is that SWOT, having been conceived in simpler times, does not cope very well with some of the subtler (Difficult to understand) aspects of modern strategic theory, such as trade-offs (De Witt and Meyer, 1998).Strengths To determine an organizations strong points. This should be from both internal and external customers. Strengths arise from the resources and competencies available to the firm.Weaknesses To determine an organizations weaknesses. This should be not only from its own point of view, but also more importantly, from those of the customers. Although it may be difficult for an organization to acknowledge its weaknesses, it is best to handle the bitter reality without procrastination. A weakness is a terminal point or deficiency in one or more resources or competencies relative to competitors that impedes a firms effective performanceOpportunitie s After all, opportunities are everywhere, such as the changes in technology, government policy, social patterns, and